An Evaluation of the Hidden Curriculum of Architecture Course based on Islamic Ethics

Document Type : Original Article


1 Faculty of Architecture and Urban Planning, Tabriz Islamic Art University

2 Professor, Faculty of Architecture and Urban Planning, Shahid Beheshti University

3 Associate Professor, Faculty of Architecture and Urban Planning, Tabriz Islamic Art University

4 Assistant Professor, Shahid Hasheminejad Campus of Mashhad, Farhangian University


The recognition of the hidden curriculum results from a deep insight into inner layers of pedagogy, which in turn involves varieties, complexities, with obvious and hidden dimensions. The present research aims to explore important, recurrent factors in the hidden curriculum, and examine possibilities for their improvements using the Islamic practical ethics. It uses two research methods, starting with quantitative content analysis of 25 researches on the topic. A series of five recurrent factors are thus identified: power hierarchies, unhealthy competition, ambiguity of the tutor’s didactic procedures, unreality of designs, and the preference of the visual product over the process. A descriptive-analytic approach is then adopted to explain and evaluate these factors based on quintuple realms of human existence. Taken from the Islamic ethical order, these realms in turn comprise of three internal realms of beliefs, emotions and will on one hand, and two external realms of utterance and action on the other. The results show the possibility of practical approaches based on the Islamic ethical order for all three parties involved in the school – students, tutors, staff – the implementation of which would make grounds for ethical reforms and improvements of the hidden curriculum.


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